ABSTRACT This study examines Palestinian women teachers working in Jewish state schools in Israel and explores their experiences based on focus groups conducted in Arabic by a Palestinian researcher. The study also employs collective visioning practices, positioning Palestinian teachers as agents of transformation and exploring their future-oriented aspirations. The findings reveal self-censorship, professional marginalization, institutional discrimination, and scrutiny from colleagues, parents, and students. These are organized around three themes: identity concealment and revelation strategies, navigation of structural barriers, and collective visioning for an integrated educational future. Teachers employ strategic identity management, emphasizing professionalism while downplaying aspects of cultural and national identity, particularly during periods of national conflict. Structural obstacles such as subject-matter hierarchies and lack of institutional support further complicate their integration. The study extends identity negotiation theory by showing how gendered emotional labor and omnipresent stereotype threat shape minority educators’ work in an ethnically stratified context.

ABSTRACT This ethnographic paper employs spatial and place-based approaches to explore how Muslim women teachers from a rural Punjabi community in Pakistan connected with their ancestral lands. The lived experiences of these women provide critical insights into how land operates as an active agent, shaping identities, experiences, and hierarchical structures rather than as a static context that bounds them. This paper highlights how educational scholarship focusing on globalisation and international and comparative education can benefit from engaging with spatial and place-based theories that recognise the intersectionality of temporality, culture, and space/place, rather than treating context as a static physical entity. On the one hand, this approach can provide deeper insights into how social, historical, and spatial factors shape educational sensemaking, processes, and outcomes in different contexts. On the other hand, it provides onto-epistemological framings to explore the reciprocities between human and more-than-human environments.

This qualitative study explores the lived experiences of women teachers balancing dual roles of professional educator and family caregiver. Despite representing a majority of the global teaching workforce, women continue to face unique challenges in managing career and familial expectations. Using a phenomenological design and semi-structured interviews with eight teachers from school, college, and university levels, this research uncovers five major themes: temporal juggling, emotional labor, identity conflict, support systems, and long-term career implications. Findings reveal that time-based conflicts and emotional exhaustion are pervasive, especially when institutional structures lack flexibility. Teacher’s report navigating tightly packed schedules, performing emotional labor in classrooms, and returning home to care-giving responsibilities with little time for self-care. Many participants describe feeling fragmented across roles, yet others develop resilient strategies and integrated identities. The presence or absence of institutional and familial support emerged as a key factor influencing satisfaction and sustainability in dual-role management. The study is grounded in Carlson’s Work-Family Balance Theory, Role Theory, and Feminist Theory, offering a multidimensional lens through which to understand the structural and emotional dimensions of work-family dynamics in education. Implications include the need for gender-sensitive educational policies, flexible institutional frameworks, and deeper awareness of how professional expectations intersect with personal roles. The study contributes to literature on gender, emotional labor, and career development in education, offering insights for both policymakers and educational leaders aiming to support women in teaching professions.

ABSTRACT In 2008–9, Rwanda adopted English as the Medium of Instruction, presenting adaptation challenges for both teachers and students. With research highlighting the need for English language training for teachers, the Secondary Teachers’ English Language Improvement Rwanda programme (STELIR) – a large-scale teacher professional development programme for teachers funded by the Mastercard Foundation and implemented by the British Council and the Rwanda Basic Education Board – was launched in 2023. STELIR is a three-stage blended professional development course aimed at improving English proficiency among in-service and pre-service teachers. In 2024, researchers from Ecctis conducted research into STELIR’s online stage through an equity and inclusion lens. This article explores the experiences of women teachers and teachers with visual impairments, using data from interviews, focus groups and surveys. Gender and disability studies theory, particularly Moser’s triple role framework (Moser 1993) and Oliver’s social model of disability (Oliver 2004), informed the analysis. The findings reveal a preference among in-service women teachers for face-to-face learning, citing time poverty, domestic distractions, and the added burden of online study. Conversely, despite the limited adapted resources, teachers with visual impairments preferred online learning, feeling comparatively more included. The article shares learnings from STELIR to inspire inclusive blended learning initiatives.

The issue of work-life balance has emerged as a relevant issue among teachers especially women teaching in secondary schools who have to balance between their work and family life.This paper will discuss the state of work-life balance among female school teachers in the higher secondary school district of Sivagangai.The study aims at establishing the key elements that affect the work-life balance between the teaching workload and the administrative duties, family roles, and personal health.The data of primary focus was collected with the help of structured questionnaire that was provided to the women teachers of the selected schools, whereas primary information was L. Janaki, S.A.Sirajudeen https://

Latent profile and network analysis of anxiety and depressive symptoms among teachers.

ABSTRACT The safety of women teachers in the classroom is again under scrutiny. Much of contemporary research, however, has not explored diverse experiences. In a recent project 38 women shared testimonies of the success and hardships they faced and how their gender shaped these experiences. Amongst the participants, three women shared how their diverse identities impacted their safety in the classroom: a trans women, teaching at an all boys school, a teacher who identified as a woman of colour in an inner-city public school, and a queer woman teaching at a progressive co-education school. Each woman spoke of the ways their intersectional identities complicated their jobs. This paper draws on Butler’s heterosexual matrix to consider what inhibits these women from making a viable life and career. The poststructural feminist discourse analysis draws on Deleuze and Guattari’s concept of the ‘refrain’, alongside Butler, to examine how these women make sense of their identities. While their individual experiences were different, looking across the refrains demonstrates that greater attention to intersectional experiences is vital to ensure the safety of teachers.

The academic encounter between Jews and Arabs in Israel carries tensions stemming from a prolonged historical conflict, yet at the same time offers opportunities for authentic engagement that deepens mutual understanding between the groups. This study is grounded in contact theory and multiculturalism, focusing on the integration process of Arab women teachers in a Hebrew-speaking track at an academic college of education. The research explores the participants’ experiences against the backdrop of national tensions, asking how they perceive their teacher education journey in the Hebrew-speaking track in terms of challenges and benefits. The study is based on a qualitative–phenomenological approach, collecting data through interviews with 12 graduates who shared their experiences and reflections. The analysis reveals the participants’ explicit and implicit attitudes, the barriers they faced, and the gains they reported during their studies.

Savitribai Phule occupies a singular position in nineteenth-century Indian history as the first woman teacher and one of the earliest modern women poets in Marathi. This paper argues that Savitribai did not merely become a reformer through circumstance; rather, she consciously created herself as an authoritative educator and poet through a sustained practice of writing, teaching and public action. From her early poems in Kavya Phule (1854) to her letters, speeches and institutional labor, Savitribai crafted a voice that transformed her social marginality into moral and intellectual authority. Her authorship extended beyond printed texts to embodied acts: walking daily to school amid abuse, founding institutions for women and Dalits and documenting her work for posterity. By reading her poetry, epistolary writings, pedagogical practices and public interventions together, this study demonstrates how Savitribai constructed a coherent, authored subjectivity as witness, guide and agent of social change. Her deliberate self-authorship not only challenged caste and gender hierarchies but also produced a lasting model of agentive womanhood in colonial India.

ABSTRACT Despite the increasing diversity of the student population, Black women teachers (BWT) remain underrepresented in U.S. schools. Underrepresentation of BWT is grounded in systemic racism and sexism and emboldens stereotyping and acts of microaggression. Challenges BWT face affect their professional experiences and psychological well-being and contribute to a higher turnover rate. Voicing their experiences can open doors to facilitate change. In this study, through semi-structured interviews, we qualitatively examined the experiences of 11 BWT in U.S. schools with different student racial demographics. Applying a Critical Race Feminism lens, we explored the lived experiences of BWT and observed that participants faced physical and psychological unsafety in white spaces and inequitable work standards and expectations. On the other hand, they empowered themselves by elevating their connections with the Black community, which strengthened their competence as teachers. The study sheds light on the unique struggles faced by BWT in educational fields and how they negotiated their multiple marginalised identities with their teacher identity. We highlight the importance of systemic changes in teacher education and school policies to support BWT’ psychological well-being, emotional security, and professional growth.

Female graduate teachers in Assam occupy a pivotal position in expanding access and quality in school education while simultaneously managing substantial family responsibilities. This paper, drawing solely on secondary sources such as national and state statistical compilations (UDISE+, Economic Survey of Assam), district-level datasets, and existing literature, explores how dual work–family responsibilities shape job satisfaction among women teachers. Classic frameworks including Work–Family Conflict theory and the Job Demands–Resources model are applied alongside contemporary Indian evidence on work–life balance, teacher deployment, pupil–teacher ratio, and women’s educational and labour indicators. The analysis reveals that role overload, time-based and strain-based conflicts, administrative workload, and limited autonomy emerge as primary demand-side stressors, while supportive leadership, predictable schedules, professional development opportunities, and access to childcare or social support function as vital resources that buffer conflict and enhance satisfaction. Distinct contextual differences are noted: Kamrup Metropolitan, with its higher urban literacy and institutional density, presents challenges linked to administrative intensity and interactional demands, whereas the more dispersed schooling pattern of Kamrup district accentuates commuting difficulties and workload imbalances. Policy recommendations highlight the need for administrative de-burdening, rationalized teacher deployment, strengthened in-school resources, and gender-responsive measures such as flexible timings, transport facilities, and creches. The study acknowledges its limitation in relying exclusively on secondary data, underscoring the value of future primary research to validate and deepen these insights. Keywords: work–family conflict, teacher job satisfaction, women teachers, Assam, UDISE+, Job Demands–Resources

Abstract The research discusses the representation of foreign traveling teachers in Domestic Schooling in Natal, northeastern Brazil, in the 1910s and 1920s. It presents documentary sources from the National Libraries of Brazil, Portugal and France. Analyzes the object in the light of categories of the historiography of education and authors such as: Chartier (1990), De Certeau (1994; 1996), Douki; Minard (2007) and Rogers (1995; 2014; 2018). It highlights the significant exchange relationship between Brazil and other foreign institutions, especially Normal Schools, for the arrival of teachers and the departure of Brazilian graduates from the Domestic School of Natal to participate in training courses in Switzerland and Belgium. Among the main profiles of teachers to work in domestic education are the following: mademoiselle and miss, as archetypes of women teachers, single and foreign, coming in the case under analysis from Europe and the United States.

Background: Working women face the dual burden of professional and domestic responsibilities, which influence their occupational stress, work-life balance, and life satisfaction. In India, these experiences differ across rural and urban contexts due to socio-cultural and economic factors. Method: A cross-sectional, comparative study was conducted among 300 women teachers in Bihar (148 rural, 152 urban) using purposive sampling. Standardized tools included the Work-Life Balance Scale (Pareek & Purohit, 2010), Occupational Stress Index (Srivastava & Singh, 1981), and Life Satisfaction Scale (Anand, 2015). Data were analyzed using descriptive statistics, t-tests, and Pearson’s correlations. Results: Urban teachers reported significantly higher occupational stress (M = 135.53) than rural teachers (M = 116.15). Rural teachers showed higher work-life balance (M = 88.97) and greater life satisfaction (M = 22.66) compared to urban teachers (M = 83.28; M = 21.36). Differences were also observed in subdimensions of work-life balance, notably compensation and benefits, favoring rural women. Conclusion: Findings indicate that urban women experience greater occupational stress, whereas rural women demonstrate better work-life balance and life satisfaction. These results highlight the importance of socio-cultural context in shaping women’s well-being and call for context-specific interventions in both rural and urban settings.

In an era marked by rapid technological advancements and increasing demands for quality in higher education, the competencies of teaching staff are paramount. This study provides a comprehensive analysis of the key employee competencies and their impact on the career development of women college teachers in self-financing Arts and Science colleges in Chennai, India. The primary objective was to identify the prevalent competencies and evaluate their predictive power on career progression. A quantitative research design was employed, utilizing a structured questionnaire administered to a sample of 100 women teachers selected through convenience sampling. Data were analyzed using descriptive statistics, independent samples t-test, correlation analysis, and multiple linear regression. The findings reveal that the five core competencies—Educational, Learning, Social & Behavioural, Managerial, and Technological—collectively explain a significant portion of the variance in career development (R² = 0.467, F(5, 94) = 16.45, p < .001). Notably, Educational Competency emerged as the most potent predictor (β = 0.399, p < .001), followed by Managerial Competency (β = 0.184, p = .002) and Learning Competency (β = 0.215, p = .016). Paradoxically, Technological Competency was found to be a non-significant predictor. The study concludes that for women academics in this context, career advancement is more closely tied to integrated pedagogical and leadership capabilities than to isolated technical skills. These results have important policy implications for institutions. suggesting that colleges should prioritize holistic faculty development programs and establish formal career paths that reward a wide range of professional skills.

This study focuses on the work-life balance (WLB) of women teachers in professional colleges of Thiruvananthapuram district in Kerala. Using survey data and analysis of key motivational and institutional factors, the research identifies the determinants that enhance WLB and the challenges that hinder effective work-life balance. The findings reveal that recognition, timely salary, participation in decision-making, and supportive work environments are the most significant contributors to work-life balance. Conversely, excessive workload, time pressure, role conflict, lack of childcare facilities, and limited institutional support were identified as major obstacles to achieving a healthy work-life balance. Despite these difficulties, most women teachers reported satisfaction with their profession, demonstrating the intrinsic rewards and social respect associated with teaching. The study highlights that improving work–life balance requires a comprehensive threefold approach involving institutional initiatives such as recognition systems, salary revisions, family- friendly policies, and wellness programs; government interventions including salary standardization and workload regulation; and personal strategies encompassing effective time management, continuous professional development, and self-care. By bringing attention to both the motivating and challenging aspects of women teachers' professional lives, this study contributes to the discourse on gender, education, and workplace equity. It underscores the need for supportive institutional frameworks and policy reforms that will empower women educators to achieve both professional fulfillment and personal well-being.

Years of study have explored how personality affects one's professional life, including teachers’ belief in their capacities, known as self-efficacy. The current quantitative research study measures the correlation between teachers’ personality and self-efficacy. The Revised NEO Personality Inventory and Bandura's Teacher Self-Efficacy Scale were administered to 350 in-service teachers from the lower secondary schools of Kosovo. The main results show that self-efficacy is positively correlated with Extraversion, Agreeableness, Openness, and Conscientiousness and is greatest with Conscientiousness. Contrary to expectations, Neuroticism did not lower self-efficacy, even though a negative but not significant correlation was found. In regression analysis, Extraversion and Conscientiousness predicted in-service teachers’ self-efficacy. Gender did not alter self-efficacy, although women teachers were more open and conscientious. Social studies teachers had lower self-efficacy than STEM teachers. The study also suggests more research on how Neuroticism and other traits affect teachers at different schools. Faculties of Education of Kosovo's public universities should offer workshops to assist pre-service and in-service teachers understand their personalities, enhance organizational and social skills, and boost self-efficacy and personality testing, which can help hire and train classroom-ready teachers.

The general objective of the study was to examine the relationship between school hygiene management practices and regularity of girl-child in government-aided secondary schools in Soroti District, Uganda. Specifically, the study examined the relationship between provision of hygiene education, promotion materials and monitoring and evaluation and regularity of girl-child in government-aided secondary schools in Soroti District. The sequential explanatory design was employed. Data was collected from on 87 girl-children, 5 senior women teachers and 5 head teachers. Quantitative data was principally gathered from the girl children using a self-administered and closed ended questionnaire. Qualitative data was gathered from the head teachers and senior women teachers using an interview schedule. Data was analyzed using descriptive, inferential statistics, themes (for qualitative), presented in Tables and interpreted with narratives. The Pearson Correlation Coefficient results showed strong positive and statistically significant relationship between provision of hygiene education (r= 0.985, n=87, P<0.05), promotion materials (r= 0.987, n=87, P<0.05), and monitoring and evaluation (r= 0.984, n=87, P<0.05) and regularity of girl-child in government aided secondary schools in Soroti District. The study concludes that there exists a strong positive and statistically significant relationship between school hygiene management practices (provision of hygiene education, promotion materials and monitoring and evaluation) and regularity of girl-child in government-aided secondary schools in Soroti District. Recommendations were: integration of hygiene into the national curriculum, regular school assessments, institutionalizing hygiene education sessions, and active engagement in hygiene education activities.

ABSTRACT This article examines the phenomenon of married female teachers who shared their family life and profession with male teachers and worked in Hebrew schools in Ottoman Palestine. These women created a model that did not adopt the gender definitions of national maternalism and rejected the choice between raising a family and independent self-fulfillment through a professional career. The four women who stand in the heart of this study were born in Tsarist Russia and immigrated to Ottoman Palestine to teach in the new education system. Their model was the product of the entanglement between the transnational and the local. It was born of the adoption, internalization, and integration of the model of the new woman molded in German universities and the model of the revolutionary woman, which was created in the radical networks of Tsarist Russia. A new society of young people without the supervision of the elders in the family encouraged the breakdown of some gender norms. However, the essential local agency was the unique characteristic of Hebrew education. The reality of nation-building gave educators an image of leadership and the fulfillment of a national mission that impacted the women it employed.

ABSTRACT This article discusses how women teachers experienced the Irish revolutionary period during the time of experience, rather than in the light of what came afterwards. It argues that, while new scholarship generally succeeded in writing women into the historical narrative of the revolutionary period, it failed to explore the experiences of women teachers. The article draws on several archival collections, to present an account of emotions of protest amongst women teachers, education faculty and student teachers at Carysfort College Dublin. It also notes how convents and convent school buildings were sometimes used as “safe houses” and presents archival evidence to support this finding.

As an exploration of potential support structures for Black women teachers, this study elicits the wisdom of Black women as othermothers who serve in an array of urban instructional settings. Using a Sista Circle Methodology as framed through Black Girl Cartographies and Radical Mothering, we found that through the dual healing processes of (re)membering and (re)fusal, these women became one another's homeplaces. Implications include a need to activate potentials of carework within communities of Black women teachers via unstructured opportunities to gather or to convene in culturally conducive spaces free from institutionally driven norms and expectations.